Establishing an Equity-Based Coaching Model

2021 ◽  
pp. 120-137
Author(s):  
Michael Hoffshire ◽  
Tracy Pascua Dea
Keyword(s):  
Higher Education ◽  
Liberal Arts ◽  
Student Learning Outcomes ◽  
The United States ◽  
College Campuses ◽  
Academic Affairs ◽  
Religiously Affiliated ◽  
Coaching Model ◽  
Student Demographics ◽  
Increased Pressure

As institutions of higher education continue to grapple with changing student demographics and increased pressure to assess student learning outcomes, several new and innovative programs and services have been created. These initiatives, often housed within student and academic affairs, seek to increase the persistence and retention of students and bolster post-graduation outcomes. One such initiative, success coaching, has become a prominent service on college campuses across the United States. Success coaching can be defined as the practice in which a coach collaborates and assists students in achieving individual goals, overcoming obstacles, and celebrating successes through focusing (and developing) student strengths. This chapter will provide an overview of a small, private, religiously affiliated, liberal arts approach to creating a holistic, equity-based success coaching model on their campus as well as provide considerations and implications for practice.

A Historical and Global Perspective on Liberal Arts Education

2016 ◽  
Vol 5 (1) ◽  
pp. 5-22 ◽  
Author(s):  
Kara A. Godwin ◽  
Philip G. Altbach
Keyword(s):  
Higher Education ◽  
United States ◽  
Future Development ◽  
Liberal Education ◽  
Liberal Arts ◽  
Arts Education ◽  
The United States ◽  
Global Perspective ◽  
General Knowledge ◽  
Liberal Arts Education

Debates about higher education’s purpose have long been polarized between specialized preparation for specific vocations and a broad, general knowledge foundation known as liberal education. Excluding the United States, specialized curricula have been the dominant global norm. Yet, quite surprisingly given this enduring trend, liberal education has new salience in higher education worldwide. This discussion presents liberal education’s non-Western, Western, and u.s. historical roots as a backdrop for discussing its contemporary global resurgence. Analysis from the Global Liberal Education Inventory provides an overview of liberal education’s renewed presence in each of the regions and speculation about its future development.

Engagement in College and University Applied Learning Experiences and Students’ Academic Motivation

2020 ◽  
Vol 43 (3) ◽  
pp. 317-335
Author(s):  
Teniell L. Trolian ◽  
Elizabeth A. Jach
Keyword(s):  
Higher Education ◽  
Liberal Arts ◽  
Academic Motivation ◽  
Learning Experiences ◽  
The United States ◽  
National Study ◽  
Learning Approaches ◽  
Applied Learning ◽  
Course Content ◽  
College And University

Background: Applied learning approaches that require students to enact learning continue to be expanded to various contexts within higher education. Researchers have demonstrated an association between applied learning and positive outcomes for students. Purpose: This study examines the relationship between engagement in applied learning experiences during college and students’ fourth-year academic motivation. Methodology/Approach: This study uses data from the Wabash National Study of Liberal Arts Education, a multi-institutional, longitudinal study of college experiences and outcomes in the United States. The dependent variable was fourth-year academic motivation, and independent variables were applied learning experiences that students frequently encounter during college. Findings/Conclusions: Several applied learning experiences were associated with increased academic motivation. These included the following: applying concepts to practical problems or in new situations, engaging in exams or assignments that require use of course content to address a problem, engaging in research with a faculty member, and out-of-class experiences that help to translate knowledge from the classroom into action. Implications: As academic motivation tends to decline during college, applied learning approaches may help to improve students’ motivation. Institutions of higher education should consider methods and strategies for developing and implementing applied learning experiences both in the classroom and in students’ out-of-class experiences.

Structure and Governance in American Higher Education: Historical and Comparative Analysis in State Policy

1989 ◽  
Vol 1 (1) ◽  
pp. 80-107 ◽  
Author(s):  
Hugh Davis Graham
Keyword(s):  
Higher Education ◽  
Liberal Arts ◽  
Baby Boom ◽  
National Level ◽  
Historical Analysis ◽  
State Level ◽  
Manhattan Project ◽  
The United States ◽  
Cultural Tradition ◽  
American Higher Education

Historians of public policy, who typically share a conviction that historical analysis can clarify the options available to policymakers, have witnessed this decade's quickening debate over the role and control of American higher education with, in one of Yogi Berra's immortal phrases, a sense of “déjà vu all over again.” Political leaders have continued, in a near vacuum of historical knowledge, to manipulate present variables and project them into the future with little awareness, beyond current political memory, of their past consequences, or of a legacy of political and cultural tradition that would constrain their manipulation. At the national level of debate, which is not where educational policy in the United States historically has been made, the level of historical awareness generally has been greater than at the state level. In the flurry of national commissions and foundation reports that probed the deficiencies of American higher education in 1984–85, the historical evolution of the college curriculum was addressed in reasonably informed historical terms.1 Even though the urgency of debate in the 1980s was fueled by the common pain of recession and post-baby-boom retrenchment, and also by fears of increasing vulnerability to oil boycotts and Japanese economic competition, the national elites who wrote the reports were mindful of the roots of Big Science in the Manhattan Project. Their ties to the academic establishment were intimate, and their historical memories embraced the wisdom of the liberal arts as well as the efficacy of land-grant agriculture and Silicon Valley.

The Beida-Tsinghua Connection: Yenching in the World of Beijing’s Elite Universities

2007 ◽  
Vol 14 (1-2) ◽  
pp. 61-77
Author(s):  
John Israel
Keyword(s):  
Higher Education ◽  
Liberal Arts ◽  
Eastern China ◽  
The United States ◽  
Teachers Colleges ◽  
Liberal Arts University ◽  
The World ◽  
Higher Educational ◽  
Higher Education In China ◽  
Diploma Mills

AbstractYenching University did not exist in isolation but was part of several overlapping educational networks, international, national, sectarian, and local. Internationally, it was a modern Christian liberal arts university, comparable to Christian higher educational institutions in the United States and elsewhere in the world. Nationally, it was one of the colleges under the aegis of the United Board for Christian Higher Education in China and, more broadly, part of a modern higher educational network, centered in the large cities of eastern China. Locally, it was a component of a super-elite North China complex of higher education located in Beijing and Tianjin. This complex, as Yeh Wen-hsin has pointed out in her taxonomy of Republican-era higher education, stood in contrast with Guomindang universities such as National Central and Sun Yat-sen, as well as with teachers colleges, provincial universities, diploma mills, and other less renowned institutions.

scholarly journals Every Campus A Refuge

2018 ◽  
Vol 1 (1) ◽  
pp. 135-146 ◽  
Author(s):  
Diya Abdo ◽  
Krista Craven
Keyword(s):  
United States ◽  
North Carolina ◽  
Liberal Arts ◽  
Research Study ◽  
Liberal Arts College ◽  
The United States ◽  
College Campuses ◽  
College Faculty ◽  
Detailed Account ◽  
Refugee Families

Every Campus A Refuge is a novel initiative whereby college campuses provide housing and support to refugees navigating the resettlement process in the United States. This article details the founding and development of the Every Campus A Refuge initiative, particularly as it has been implemented at Guilford College, a small liberal arts college in North Carolina. It also details how Guilford College faculty and students are engaging in a multifaceted research study to document the resettlement experiences of refugee families who participate in Every Campus A Refuge and to determine the efficacy of the program in providing a “soft er landing” for refugees. Overall, this article aims to provide a detailed account of Every Campus A Refuge so as to show how such a program may be implemented at other college campuses.

scholarly journals Educating today's democratic citizen

2009 ◽  
Vol 2 (3) ◽  
pp. 1-10 ◽  
Author(s):  
Jeffrey L. Bernstein
Keyword(s):  
Higher Education ◽  
United States ◽  
Citizenship Education ◽  
The United States ◽  
Higher Learning ◽  
Learning And Teaching ◽  
For Profit ◽  
Democratic Citizen ◽  
Institutions Of Higher Learning ◽  
Increased Pressure

What are we in higher education to make of the recent calls for citizenship education to play a larger role in the academy? As Matt Hartley’s paper in this issue of Learning and Teaching suggests, colleges and universities in the United States have been paying increased attention to educating for citizenship in recent decades; Bob Simpson’s concluding commentary makes similar arguments about increased expectations forcitizenship education in Europe. As our institutions of higher learning confront economic pressures, increased competition (including from for-profit entities) and calls for accountability through meaningful assessments of student learning, they will also face increased pressure to graduate not just educated individuals, but also individuals who are connected, as citizens, to the local, national and transnational world in which they live.

scholarly journals Every Campus A Refuge

2018 ◽  
Vol 1 (1) ◽  
pp. 135-146
Author(s):  
Diya Abdo ◽  
Krista Craven
Keyword(s):  
United States ◽  
North Carolina ◽  
Liberal Arts ◽  
Research Study ◽  
Liberal Arts College ◽  
The United States ◽  
College Campuses ◽  
College Faculty ◽  
Detailed Account ◽  
Refugee Families

Every Campus A Refuge is a novel initiative whereby college campuses provide housing and support to refugees navigating the resettlement process in the United States. This article details the founding and development of the Every Campus A Refuge initiative, particularly as it has been implemented at Guilford College, a small liberal arts college in North Carolina. It also details how Guilford College faculty and students are engaging in a multifaceted research study to document the resettlement experiences of refugee families who participate in Every Campus A Refuge and to determine the efficacy of the program in providing a “soft er landing” for refugees. Overall, this article aims to provide a detailed account of Every Campus A Refuge so as to show how such a program may be implemented at other college campuses.

scholarly journals THE CONTRIBUTION OF LIBERAL EDUCATION IN THE SUCCESSFUL PERSON`S TRAINING IN THE UNITED STATES (ON THE EXAMPLE OF THE ENGLISH MAJOR)

2020 ◽  
pp. 195-213
Author(s):  
Olena Kozmenko
Keyword(s):  
Higher Education ◽  
Liberal Education ◽  
Liberal Arts ◽  
English Language ◽  
The United States ◽  
Thinking Skills ◽  
Educational Process ◽  
Modern World ◽  
English Major

The article is devoted to the examine of the role of liberal education in general, and the English major in particular in the process of training a successful person in US higher education. Liberal Arts colleges have been training students in the country since colonial times and have always been characterized by high quality education. These colleges were charged with providing a broad-based education that would prepare students for a wide variety of professions. With the beginning of a new era, in the twentieth century, Americans' priorities changed and it was a devaluing of the humanities in favor of science, technology, engineering, and mathematics (STEM) and applied programs designed to prepare graduates for specific jobs and careers. However, understanding the importance of the humanities in the process of formation of decent American citizens and successful individuals encourages colleges and universities to look for ways to improve the effectiveness of liberal arts education, renew the educational process, and increase the competitiveness of the humanities in the U.S. labor market. English major provides unique opportunities for the formation of skills that are vital to a successful life. The efforts of higher education establishments to improve the situation with philological education and attract new students is analyzed in the article. The content of the educational program is considered, the data of scientists on its updating, examples of concrete innovations are given. The important role of English language and literature in preparing students for success after graduation, career prospects is confirmed by numerous American scientists` studies. The article presents the work of educators who prove the importance of liberal education in the formation of intellectual and moral qualities of the individual, tolerant attitude towards other people and cultures, critical thinking skills, productive communication, collaboration as well as active citizenship. Also in the article it is considered the relevance of the English major in modern world and career prospects for specialists in English philology.

Thomas Jefferson’s Role in Transforming Higher Education Curriculum in the United States

Public Voices ◽  
2017 ◽  
Vol 11 (2) ◽  
pp. 15
Author(s):  
Stephanie Newbold
Keyword(s):  
Higher Education ◽  
Public Administration ◽  
Intellectual History ◽  
Liberal Arts ◽  
The United States ◽  
Theory And Practice ◽  
Public Institution ◽  
Careful Examination ◽  
Institutional Legitimacy ◽  
Higher Education Curriculum

For decades, public administrative scholars and historians have maintained that while Thomas Jefferson had an extraordinary substantive mind, he was not a formative figure within the intellectual, institutional, and constitutional development of public administration theory and practice. Thoroughly investigating Jefferson’s early political career does reveal that he was not interested in the daily operations of government, but as time progressed his lengthy career in public service began to transform his opinions on the relationship between good government and good administration and how sound administrative practice complemented many of the republican values espoused in The Federalist. Upon a careful examination of Jefferson’s retirement years, when he dedicated the remainder of his life to establishing the University of Virginia, the administrative genius of his mind takes center stage. In this role, Jefferson not only created Virginia’s first public institution for higher education but also dramatically reformed liberal arts curriculum standards for colleges and universities across the nation. Twenty-first century public administration scholars and practitioners should welcome this exceptional contribution to the intellectual history of American public administration with openness and with a renewed commitment to the institutional legitimacy of our field.

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